A Note to Educators: Rationale for the Independent Reading Project
As we move into an educational climate increasingly concerned with student performance on state examinations, it is clear that we can longer rely on traditional means of teaching our students. Indeed, if we expect all of our students to learn, we must differentiate our instruction according to student need. Every teacher recognizes that no two students are alike; rather they represent a wide range of ability levels in various areas of intelligence and with very different cultures and experiences. If we view this diversity not as a mere hindrance or obstacle, but as an essential component of learning in the classroom, we will undoubtedly enrich our students' education in unimaginable ways.
In creating this project, I have relied heavily on the information contained in two specific texts: How to Differentiate Instruction in Mixed-Ability Classrooms by Carol Ann Tomlinson, and Differentiated Assessment Strategies: One Tool Doesn't Fit All by Carolyn Chapman and Rita King. In the first text, Tomlinson explains that a teacher can differentiate the content, process, and product for her students. This project attempts to differentiate content and product. She further describes the means by which a teacher can differentiate material for her students, including by interest, by learning profile, and by student readiness. Because this project requires students to work independently, I focus specifically on differentiating by interest in order to generate as much student motivation as possible. A brief description of my choices regarding the project is listed below:
Differentiating Content:
Content refers to what it is we want our students to learn (Tomlinson, 72). In this project, I differentiate content by allowing students to select the novel from the Book Selection page. On the Book Selection page, I provide students with a brief explanation of the book, along with its historical or cultural significance. I also include information on the format of the book and its number of pages. Although students may select different books, they all will eventually fulfill the objectives provided on the Home page.
Differentiating Product:
Products allow students to express their understanding of the concepts they have developed over a particular period of time (Tomlinson, 85). For this project, students have a choice of products listed on the Projects page. In differentiating the projects students create, I allow them to convey their mastery of the themes of the novel, along with the novel's historical or cultural significance, in a wide variety of ways. They are specifically designed to appeal to students with various intelligences and interests.
Differentiating According to Interest:
According to Carol Ann Tomlinson, "Engagement is a nonnegotiable of teaching and learning" (Tomlinson, 52). Using this principle to guide me, I provide students with choice, allowing them to select the work they read and the project they complete according to their personal interests. I also allow students to choose whether or not they prefer working individually, in pairs, or in small groups. By incorporating choice into this project as much as possible, I increase the odds that my students will find this work engaging and worthwhile.
The Importance of Student Feedback
In addition to creating a differentiated independent reading project, you will notice that throughout this wikispace, I provide students with myriad opportunities to respond with their feedback. As Tomlinson notes, "ongoing collaboration with students is necessary to refine the learning opportunities so they're effective for each student" (Tomlinson, 5). My goal for this project is not to design a definitive piece of our English 9/Global 9 curriculum that will remain unchanged for years to come. Instead, I consider this project a living, breathing assignment, one very much in line with the wiki mentality. Through this assignment, I hope to continue to learn and grow with my students so that we will both experience success in the differentiated classroom.
A Note to Educators: Rationale for the Independent Reading Project
As we move into an educational climate increasingly concerned with student performance on state examinations, it is clear that we can longer rely on traditional means of teaching our students. Indeed, if we expect all of our students to learn, we must differentiate our instruction according to student need. Every teacher recognizes that no two students are alike; rather they represent a wide range of ability levels in various areas of intelligence and with very different cultures and experiences. If we view this diversity not as a mere hindrance or obstacle, but as an essential component of learning in the classroom, we will undoubtedly enrich our students' education in unimaginable ways.
In creating this project, I have relied heavily on the information contained in two specific texts: How to Differentiate Instruction in Mixed-Ability Classrooms by Carol Ann Tomlinson, and Differentiated Assessment Strategies: One Tool Doesn't Fit All by Carolyn Chapman and Rita King. In the first text, Tomlinson explains that a teacher can differentiate the content, process, and product for her students. This project attempts to differentiate content and product. She further describes the means by which a teacher can differentiate material for her students, including by interest, by learning profile, and by student readiness. Because this project requires students to work independently, I focus specifically on differentiating by interest in order to generate as much student motivation as possible. A brief description of my choices regarding the project is listed below:
Differentiating Content:
Content refers to what it is we want our students to learn (Tomlinson, 72). In this project, I differentiate content by allowing students to select the novel from the Book Selection page. On the Book Selection page, I provide students with a brief explanation of the book, along with its historical or cultural significance. I also include information on the format of the book and its number of pages. Although students may select different books, they all will eventually fulfill the objectives provided on the Home page.
Differentiating Product:
Products allow students to express their understanding of the concepts they have developed over a particular period of time (Tomlinson, 85). For this project, students have a choice of products listed on the Projects page. In differentiating the projects students create, I allow them to convey their mastery of the themes of the novel, along with the novel's historical or cultural significance, in a wide variety of ways. They are specifically designed to appeal to students with various intelligences and interests.
Differentiating According to Interest:
According to Carol Ann Tomlinson, "Engagement is a nonnegotiable of teaching and learning" (Tomlinson, 52). Using this principle to guide me, I provide students with choice, allowing them to select the work they read and the project they complete according to their personal interests. I also allow students to choose whether or not they prefer working individually, in pairs, or in small groups. By incorporating choice into this project as much as possible, I increase the odds that my students will find this work engaging and worthwhile.
The Importance of Student Feedback
In addition to creating a differentiated independent reading project, you will notice that throughout this wikispace, I provide students with myriad opportunities to respond with their feedback. As Tomlinson notes, "ongoing collaboration with students is necessary to refine the learning opportunities so they're effective for each student" (Tomlinson, 5). My goal for this project is not to design a definitive piece of our English 9/Global 9 curriculum that will remain unchanged for years to come. Instead, I consider this project a living, breathing assignment, one very much in line with the wiki mentality. Through this assignment, I hope to continue to learn and grow with my students so that we will both experience success in the differentiated classroom.